Transition to Practice workshop

A workshop to review the transition to practice across the medical training pipeline. 

Register here

When: Tuesday, 11 September 2018, 12:00 pm – 5:00 pm
Where: University of Adelaide Health & Medical Sciences Building
RSVP: Monday, 6 August 2018

Full program coming soon!

Confirmed Guest Speakers
Dr Lynne Raw – Presenting on Transition Pedagogy and Research
Dr Nyoli Valentine – Presenting on Entrustable Professional Activities (EPA) Theory
Dr Josephine Thomas – Presenting on Final year medical program University of Adelaide
Dr Stephen Hedger – Presenting on Final year medical program Flinders University

Workshop purpose:
The South Australian Medical Education and Training Health Advisory Council are exploring the possibility of a pilot program to improve the transition to practice.  The pilot program is proposing the testing of a two year transition to practice program that includes the final year of medical school and the first year of employment for medical graduates.

Elements of the pilot program could include:

  • The establishment of a tripartite curriculum committee including partners from South Australian universities, SA Health and SA MET. The committee could be responsible for the curriculum development that spans across the two year transition program. The curriculum could incrementally increase the role and responsibilities of trainees.
  • Collective implementation of the redesigned curriculum. The tripartite curriculum committee could be responsible for articulating the vision of the transition to practice program. Building trust is going to be important if stakeholders are going to be able to collaborate in this way and this may be achieved by:
    • Inviting stakeholders to be a part of a project working group.
    • Share research and data that supports learning and teaching approaches.
  • The formation of mutual assessments could further support the collective implementation of the redesigned curriculum. The assessments could bridge both years until completion of the transition program when General Registration is granted.
  • The establishment of a progression board. The progression board could have oversight of trainee progression and may have the role of addressing under performance.
  • The use of E-Portfolios to record and share trainee outcomes between learner and teacher.

Pre-reading:
Review of intern training.
COAG Health Council response to the Review of Medical Intern Final report Recommendations
Review of medical intern training final report publication version

Survey data
AMC Survey – Results Of The 2017 Joint AMS/MBA Preparedness For Internship Survey
NSW Survey – Your Training and Wellbeing Matter – 2017

Outcome statements and Australian curriculum framework
AMC Medical Student and Intern Outcome Statements comparison
Australian Curriculum Framework for Junior Doctors (ACFJD)

Recommended reading:
Teunissen, P. W., & Westerman, M. (2011). Opportunity or threat: The ambiguity of the consequences of transitions in medical education. Medical Education, 45(1), 51-59. doi:10.1111/j.1365-2923.2010.03755.x

Raw, L., Tonkin, A., Peterson, R., & Jones, A. (2015). Transition Pedagogy for an undergraduate, case-based learning medical program. . The International Journal of the First Year in Higher Education, 6(1), 23-34. Retrieved from doi: <https://fyhejournal.com/article/view/228>

Sturman, N, Tan, Z  and Turner, J (2017) “A steep learning curve”: junior doctor perspectives on the transition from medical student to the health-care workplace, BMC Medical Education 92(17):1-7